Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction

Debra Barry,R G Easterly Iii

doi:10.37433/aad.v2i2.109

Abstract

The purpose of this study was to examine the self-efficacy of Florida SBAE teachers for in-person and online instruction. The methodology included a descriptive survey approach to determine the self-efficacy of Florida SBAE teachers. A census of SBAE teachers was conducted in the Fall of 2020 and Spring of 2021. The population included a total of 500 SBAE teachers in the Florida. Major findings included a significantly different self-efficacy score for in-person instructors (M =4.22, SD = 0.48) when compared to instructors who taught online (M = 2.98, SD = 0.67). Navigating online platforms for teaching, coupled with the conditions in which teachers had to move to online instruction during COVID-19 could have reduced the self-efficacy of teachers. Recommendations include training for teachers on how to navigate online platforms, as well as professional development to enhance skillsets of teachers in pedagogical practices for engaging online learners. Teachers should look for support from their peers who are proficient in online teaching. Preservice teacher education programs should consider integrating online delivery instructional practices into existing coursework and moving back to in-person instruction when it is safe to do so.

Highlights

Introduction and Problem StatementIn early 2020, the coronavirus began to make impacts in the United States, with the World Health Organization (WHO) declaring COVID-19 a pandemic by March 2020 (World Health Organization, 2021)
Despite the motivation or familiarity with remote instruction, teachers were required to deliver their instruction in a remote setting (Lindner et al, 2020)
This study sought to determine the self-efficacy of Florida school-based agricultural education (SBAE) teachers for in-person and online instruction, as well as compare the self-efficacy of those teaching each modality

Summary

Introduction

Introduction and Problem StatementIn early 2020, the coronavirus began to make impacts in the United States, with the World Health Organization (WHO) declaring COVID-19 a pandemic by March 2020 (World Health Organization, 2021). The pandemic caused a major shift in the modality of teaching in a matter of days (Cardullo et al, 2021). Teachers were faced with the challenge of moving their instruction from in-person to teaching in an online setting almost overnight (Easterly et al, 2020). The impacts of COVID-19 continued to affect education through 2020 and into 2021, leaving many educators with the challenge of teaching a mix of in-person and online in the 2020-2021 school year. This study sought to determine the self-efficacy of Florida SBAE teachers for in-person and online instruction, as well as compare the self-efficacy of those teaching each modality

Objectives

Methods

Results